Cahyani, Regita Cendikia (2025) Kesiapan Guru Terhadap Implementasi Kurikulum Merdeka Pada Mata Pelajaran Fikih kelas VII di MTs Sulamun Huda Siwalan Mlarak Ponorogo. Undergraduate (S1) thesis, IAIN PONOROGO.
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Abstract
ABSTRAK
Cahyani, Regita Cendikia. 2025. Kesiapan Guru Terhadap Implementasi Kurikulum Merdeka Pada Mata Pelajaran Fikih Kelas VII di MTs Sulamul
Huda Siwalan Mlarak Ponorogo. Skripsi. Jurusan Pendidikan Agama Islam, Fakultas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Negeri Ponorogo. Pembimbing Yusmicha Ulya Afif, M. Pd. I.
Kata kunci: Kesiapan Guru, Kurikulum Merdeka, Mata Pelajaran Fikih
Pendidikan memiliki peran penting dalam membentuk karakter dan meningkatkan kompetensi peserta didik sehingga mampu menghadapi perkembangan zaman. Untuk menjawab tantangan tersebut, pemerintah mengembangkan Kurikulum Merdeka sebagai bentuk transformasi pendidikan yang lebih fleksibel, berpusat pada peserta didik, dan sesuai dengan kebutuhan belajar yang beragam. Namun, pelaksanaannya belum sepenuhnya optimal. Pembelajaran yang masih bersifat tradisional dan berpusat pada guru menyebabkan kurangnya interaksi dalam proses belajar, serta belum mampu memenuhi kebutuhan individual peserta didik. Selain itu, keterbatasan sarana dan prasarana turut menjadi kendala dalam menerapkan strategi pembelajaran yang inovatif. Permasalahan ini semakin terasa pada mata pelajaran tertentu, seperti Fikih, yang memerlukan pendekatan kontekstual dan aplikatif.
Tujuan penelitian ini untuk mendeskripsikan (1) kesiapan guru dalam aspek fisik terhadap implementasi kurikulum merdeka pada mata pelajaran fikih kelas vii di Mts Sulamul Huda Siwalan Ponorogo; (2) kesiapan guru dalam aspek pengetahuan terhadap implementasi kurikulum merdeka pada mata pelajaran fikih kelas VII di Mts Sulamul Huda Siwalan Ponorogo; (3) kesiapan guru dalam aspek mental terhadap implementasi kurikulum merdeka pada mata pelajaran fikih kelas VII di Mts Sulamul Huda Siwalan Ponorogo; dan (4) kesiapan guru dalam aspek emosional terhadap implementasi kurikulum merdeka pada mata pelajaran fikih kelas VII di Mts Sulamul Huda Siwalan Ponorogo.
Adapun penelitian ini dirancang menggunakan metode kualitatif dengan menggunaan pendekatan Fenomenologi. Pengambilan data dilakukan dengan Observasi, wawancara dan dokumentasi. Sedangkan teknik analisis data yang digunakan yaitu Model analisis menggunakan model yang dikemukakan oleh Miles, Huberman, dan Saldana yaitu pengumpulan data, kondensasi data, penyajian data, dan pengambilan Keputusan.
Berdasarkan hasil penelitian, keberhasilan implementasi Kurikulum Merdeka sangat dipengaruhi oleh kesiapan guru dalam aspek pengetahuan, mental, dan emosional antara lain pertama, Kesiapan fisik guru tergolong baik. Guru menjaga kesehatan dengan pola makan teratur, istirahat cukup, pengelolaan stres, dan aktivitas fisik rutin. Kedua, Kesiapan guru baik dari aspek pengetahuan guru mampu mengaplikasikannya melalui berbagai pendekatan seperti pembelajaran berbasis proyek, diferensiasi, serta asesmen. ketiga, secara mental, guru menunjukkan adaptabilitas tinggi melalui pengembangan diri, kolaborasi rekan sejawat, keempat, secara emosional, guru mampu bersikap positif, tenang, dan adaptif dalam menghadapi perubahan, serta menunjukkan pengendalian emosi dan kesadaran diri yang mendukung proses pembelajaran.
ABSTRACT
Cahyani, Regita Cendikia. 2025. Teachers’ Readiness for the Implementation of the Merdeka Curriculum in the Fiqh Subject for Seventh Grade at MTs Sulamul Huda Siwalan Mlarak Ponorogo. Undergraduate Thesis. Department of Islamic Religious Education, Faculty of Tarbiyah and Teacher Training, State Islamic Institute of Ponorogo. Supervisor: Yusmicha Ulya Afif, M.Pd.I.
Keywords: Teachers’ Readiness, Merdeka Curriculum, Fiqh Subject
Education plays a crucial role in shaping character and enhancing the competence of students so that they are able to face the challenges of the times. To address these challenges, the government developed the Merdeka Curriculum as a form of educational transformation that is more flexible, student-centered, and responsive to diverse learning needs. However, its implementation has not been fully optimal. Learning that is still traditional and teacher-centered results in limited interaction during the learning process and fails to meet the individual needs of students. Furthermore, limited facilities and infrastructure also pose obstacles in applying innovative learning strategies. These problems are especially felt in certain subjects, such as Fikih, which require contextual and practical approaches.
This study aims to describe (1) teachers’ physical readiness in implementing the Merdeka Curriculum in the Fikih subject for Grade VII at MTs Sulamul Huda Siwalan Ponorogo; (2) teachers’ knowledge readiness in the implementation of the Merdeka Curriculum in Fikih for Grade VII; (3) teachers’ mental readiness in the implementation of the Merdeka Curriculum in Fikih for Grade VII; and (4) teachers’ emotional readiness in the implementation of the Merdeka Curriculum in Fikih for Grade VII at the same school.
This research was designed using a qualitative method with a phenomenological approach. Data collection was conducted through observation, interviews, and documentation. The data analysis technique employed the model proposed by Miles, Huberman, and Saldana, which includes data collection, data condensation, data presentation, and drawing conclusions.
Based on the results, the success of implementing the Merdeka Curriculum is highly influenced by teachers’ readiness in terms of knowledge, mental, and emotional aspects. First, teachers’ physical readiness is categorized as good; teachers maintain health through regular eating patterns, sufficient rest, stress management, and routine physical activity. Second, teachers demonstrate good knowledge readiness by applying various approaches such as project-based learning, differentiation, and assessment. Third, mentally, teachers show high adaptability through self-development and peer collaboration. Fourth, emotionally, teachers exhibit positive attitudes, calmness, adaptability to change, emotional control, and self-awareness that support the learning process.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Yusmicha Ulya Afif, M.Pd.I. |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Pendidikan Agama Islam |
| Depositing User: | Perpustakaan Pusat |
| Date Deposited: | 16 Jun 2025 05:42 |
| Last Modified: | 16 Jun 2025 05:42 |
| URI: | http://etheses.uinponorogo.ac.id/id/eprint/33527 |
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